Academic journal article International Journal of Education

Evaluation of Science Learning Supervision on Secondary Schools

Academic journal article International Journal of Education

Evaluation of Science Learning Supervision on Secondary Schools

Article excerpt


This research aims were (1) the support of the policy, (2) the resources, and (3) the implementation of science learning supervision, (4) the performance of secondary science teachers in Gorontalo City. The conclusions that (1) the supervision was based on laws of national regulations, (2) Teachers perception based on their experiences, supervisors and school principals focused on the schools and classroom visit supervision, their characteristics were in accordance with the National Standard, and potentially to be developed. The resources has met the Minimum Service Standard (MSS), (3) the implementation of science supervision has not met the MSS. and (4) teachers performance; best 16%, good 43% and fair 5% and remaining (36%) did not have the willingness to be supervised.

Keywords: evaluation; science learning; supervision; CIPP models; secondary school

1. Introduction

The quality of the supervision implementation depends on the competences and the professionalism of the supervisor. The supervision of science learning in the school system in Indonesia is still restricted on the physical and administration aspects. The lack of attention on the implementation of learning supervision is shown by the lack, or none in the certain area, of supervision of subject with the qualified supervisor. The supervisors of the science learning in the Province of Gorontalo have not competencies enough on that field. For the detail, the Regency of Gorontalo has 3 science learning supervisors for 131 secondary school, the city of Gorontalo has 3 supervisors for 21 secondary school, Boalemo Regency has 1 supervisor for 40 secondary school and Pohuwato Regency has 1 supervisor for 38 secondary school. Unfortunately, not all of them have the background of science, but the background is still the cluster of science (Biology, Physics, and Chemistry). In fact, the quality of science learning really depended on the professionalism of the science teachers. The teachers need the helps to increase their professionalism. One of them is the learning supervision.

The trend of the science learning supervision is focused on only one of the supervision techniques, i.e. classroom visit, to observe the learning has meet the lesson plan or not, and without helping to the teachers difficulties and problems. There is also supervisor focuses on the administration aspect only, by checking the list of presence of the teachers. Normally, the supervisor comes to the school twice in a semester (at the beginning of semester and at the examination). In fact, the supervisor should be the partner of teacher to develop the quality of science learning in the classroom.

The supervision of the science learning should be directed to the creation of the professional science teacher who has the capability to develop the learning process. So, the supervision is the efforts to help the teachers. Therefore, the supervisor needs to keep learning, read the updated information, develops the creative ideas in the learning.

The science supervision program is closely related to the support of wisdom, resources which could support the implementation of supervision. The product of implementation is the good performance of science teacher of secondary school in Gorontalo. It is expected that the product also give the impact to the learning results of the students.

The learning supervision is the research on program evaluation. This research employed the qualitative and quantitative approaches. Some of the models were explained by Stufflebeam including evaluation of Context, Input, Process and Product (CIPP).

The context which is related to the science supervision program in Gorontalo is the support on the policies, including policy of learning supervision and comprehension of the policy maker. The inputs are the resources of the supervision including the comprehension of the science teachers, supervisors, and headmasters, characteristics of supervisor and science teachers as well as facilities and infrastructures. …

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